Changes in teaching delivery by foundation doctors.

Link to article at PubMed

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Changes in teaching delivery by foundation doctors.

Clin Teach. 2015 Feb;12(1):14-6

Authors: Farikullah J, Mirza O

BACKGROUND: Contributing to the education of students as a junior doctor, with a busy rota, in an ever-evolving health care system can be challenging.
METHODS: A 4-month timetable was organised to fit in with both the commitments of 60 foundation doctors and 120 final-year medical students. Using the already established online undergraduate timetable system, foundation doctors created regular sign-up teaching sessions for students to attend. Foundation doctors had their teaching assessed by senior colleagues, enabling work-based assessments to be completed and mapped to their curriculum. Feedback from both students and foundation doctors was collected using free-text answers and scale ratings.
RESULTS: A total of 49 foundation doctors and 70 medical students were involved in the pilot teaching scheme. Using thematic analysis from the feedback, 76 per cent of foundation doctors reported an increased confidence in delivering teaching. In relation to the students, 75 per cent attended regular teaching sessions, 80 per cent found the teaching sessions relevant to their learning and preparation for final examinations, and 97 per cent would recommend this scheme to the next cohort of students.
DISCUSSION: Teaching hospitals should encourage regular undergraduate teaching led by foundation trainees. Incorporating a flexible timetable and ensuring teacher availability can allow the delivery of high-quality teaching that is not only beneficial for the student but also for junior doctors keen to enhance their teaching ability. By being involved in regular teaching, junior doctors are able to build the skills, attitudes and practices of being competent clinical teachers, thereby preparing them to become the educators and trainers of the future. Contributing to the education of students as a junior doctor....can be challenging.

PMID: 25603701 [PubMed - in process]

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